Learning Team B (Tony, Chris, Mona, JoAnna, and Erica) Stages of Development Matrix MTE/506 Version 2 1

University of Phoenix Material

Stages of Development Matrix
The purpose of this matrix is to assist your Learning Team in the development of the After-Care Program Proposal assignment. Complete the matrices below as you learn about various stages of development. In the first matrix, describe the stages of development for each age group. In the second matrix, add two age-appropriate learning activities and two age-appropriate play activities for each stage of development. Complete the appropriate sections of both charts as indicated in your syllabus. Description of Stages of Development Stages Physical development Infancy Early childhood Middle childhood Adolescence

Time of great growth in both brain and body. Brain Growth Brain weight triples. Fast growth between 0-5 months with additional growth spurts at 8 months, 12 months and 20 months. Brain Development Early months important to retention of synapses. Neural complexity that is not retained in these early years does not develop later. Myelination of brain is greatest during first two years of life. Myelination

Brain Growth growth slows between 2-4 years then spurt occurs around 4 years. Brain development Lateralization of the brain occurs, coinciding with language development and spatial perception. Physical Growth Gains 6 pounds/year and grows 2-3 inches/year. Development of wrist bones, which impacts fine motor skills. Girls develop by 51 months, boys by 66 months.

Brain Growth Spurt between 6-8 years that coincides with improvements in fine motor skills and hand-eye coordination. At 10-12 spurt involves frontal lobes, associated with development of logic, planning and memory. Brain Development Myelination of neurons in association areas, which are areas of the brain where sensory, motor and intellectual functions are linked. This increases

Brain growth Between 13-5, brain grows in areas related to spatial perception and abstract thinking. Also growth in prefrontal cortex, which allows us to consciously control the thought process. At 17 to early adulthood, frontal lobes develop, associated with logic and planning. Brain development brain changes prompt teens to focus more on emotional gratification. As prefrontal cortex develops, we are able to delay emotional

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improves brain function. At 18 months brain starts the pruning process use it or lose it. Plasticity of brain is greatest during infancy. Physical growth Tripling of body weight in first 2 years. Grows 10-12 inches per year. Body becomes less top-heavy. Gross motor skills stepping, lifts head, sits with support (1-3 mos.); rolls over, sits, creeps (4-6 mos.); sits w/o support (79 mos.); stands, walks while holding furniture then walks w/o support, squats and stoops (10-12 mos.); walks backward, runs (14-20 months) Fine Motor Skills Holds object placed in hands, swipes (1-3 months); reaches for and grasps objects (4-6 months); grasps with thumb and finger (7-9 months); grasps a spoon but has poor aim with food (10-12 mos.);

Gross Motor Skills runs, walks up stairs using one foot per step, skips, pedals and steers tricycle (2-4 years); walks on tiptoe, walks a thin line, jumps, throws and catches (4-6 years). Fine Motor Skills picks up small objects, holds crayon with fingers then with thumb and fingers, cuts with scissors (2-4 years); threads beads then a needle, grasps pencil maturely but writes stiffly (4-6 years).

information processing speeds. Myelination of hippocampus helps develop long-term memory. Lateralization of the brain continues to improve spatial perception. Physical growth Gains 6 pounds/year. Grows 2-3 inches/year. Gross Motor Skills kicks and hits stationary objects with force, intercepts moving objects on the run but must stop to hit or kick, runs 4-5 yards/sec (69 years); Kicks, hits and catches moving objects on the run, substantial increase in vertical jump, runs 5-6 yards/sec. Fine Motor Skills uses mature grip when writing, uses downward stroke to strike with hammer, bounces object with one hand with limited control (6-9 years); uses downward or horizontal motion to strike object, bounces object with one

gratification in favor of constructive goals. Physical Growth Grow 36 inches per year for several years. Muscle growth, particularly in boys. Boys gain more physical strength, speed and stamina than girls. Sexual development For girls, average age of menarche is 12.5 13.5. 95% experience menarche by 15. Boys gain fertility between 12-16. Greatest height spurt in girls is around 12, for boys around 14.

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Cognitive development

Stacks 2 blocks, puts objects in containers (1318 mos.) Piagets Sensorimotor Stage: Child uses sensory and motor capabilities to test hypotheses and gradually develops more complex understanding of the world Milestones include; Object permanence, means-ends behavior and representational thought

hand with good control (912 years). Piaget Preoperational Stage: child is able to use mental symbols to represent objects internally. Children are egocentric and rigid in their thinking processes. Current research indicates children are actually less ego centric than originally thought, and can distinguish between appearance and reality. Piagets Concrete Operations: Reversibility: physical action and mental operations can be reversed. (Example if A is larger than B, then B is smaller than A) -Ability to use inductive logic -Ability to catalog -Horizontal DecalageAbility to use Concrete Operational thought with some processes, but not with others. Concrete operational thought processes take time to fully develop. -Focus on reality with thought 5-6 years Vocab consists of approx. 15,000 words. 5,000 to 10,000 words added per year. 3rd to 5th grade children gain knowledge of derived Piagets Formal Operations Stage -Systematic Problem solving -Hypothetic deductive reasoning -Logic -Organized thought processes -Nave Idealism -Focus on speculation and possibility in thought -Adolescent Egocentrism

Language development

Birth to 1 month - Crying is used to communicate. 1-2 months Laughing and cooing are developed along with reptetitive sounds varying in pitch

12-13 months First few words appear. 16-24 months New words added rapidly. Vocab can multiply by six fold (mostly names for

Ability to interpret metacognitive verbs, make word associations and understand syntax. Adolescents use language that identifies them with

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and volume. 6-7 months Consonant sounds appear (babbling) and intonation starts.

Social and emotional development

Infants begin learning basic trust and mistrust. From infancy through two years old, the child learns trust through physical contact. When the child is held, comforted, and loved. Throughout this development the child develops trust, security, and basic optimism. If the children are mishandled the child will become insecure and mistrustful.

things or people. 12-18 months Holophrases begin (combine one word with a gesture). 24-30 months Start using 4-5 word sentences. Vocab consists of approx. 600 words (1/4 will be verbs). 3 years Fast mapping begins. (Ability to categorically link new words to real objects & events. From about 2 years and 4 years old the child reaches the second psychosocial crisis, learning autonomy and shame. The child who has been loved and wellparented he or she will come out of this stage sure of himself or herself. The child will be proud of their newly developed skills and control. This does not mean that the child will not throw tantrums or be stubborn. During this stage of development the child is

words (words that have a basic root to which prefix or suffix is added). They figure out relationship between categories of words, adjectives & adverbs and adjectives & nouns. They also start using passive forms of words and tenses.

peers and they also use emotive, connotative & socially coded language (swearing). They become aware of linguistic structures appropriate to gender.

During the school age or Kindergarten through some middle school, the developing child reaches the fourth psychosocial crisis. At this point the child learns some life skills. The child learns how to relate to peers and follow rules. This is when the child really starts to understand that when dealing with others they have to do so while obeying rules. He or she progress from free play to

From about 13 or 14 to around 20 the child is going through the fifth crisis, learning identity and identity diffusion. The child has reached adolescence and is learning how to answer the question who am I? This is the stage when they experiment with rebellion, and experience self-doubt. The youth who moved through the previous stages successfully develops a mature time perspective,

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developing autonomy. The child wants to be independent; he or she will act out trying to figure out their own independence. The third psychosocial crisis, learning initiative and guilt, happens between ages 3 and Kindergarten age. This is also called play age. A healthy developed child will learn 3 things. (1) The child learns to imagine. Through this the child will learn to broaden his or her skills through active play and fantasy. (2) The child learns to cooperate with others. (3) Finally, the child learns to work in groups. The child will learn how to lead as well as following others. During this time a child who has not developed in a healthy way will be fearful. He or she will be the outsiders of the group, not really fitting in,

play that involves rules and is more structures. This is when they are learning team sports, and how to work on a team. Basic academic skills are starting to be mastered. The childs need for selfdiscipline increases each year. The child who has successfully gone through the other stages is trusting, full of initiative and autonomous. The child should easily learn to be industrious. The child who has not successfully completed the previous stages will be mistrusting and be full of doubt and fear. This child will face defeat and weakness.

self-certainty instead of self-doubt and selfconsciousness. He or she adopts several constructive roles, instead of continuing the rebelliousness.

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Moral development

continue to depend on adults too much. This child is also restricted in their development both in play skills and in imagination. Infants depend on adults Kohlbergs stage 0: Kohlbergs stage 2: Selfreaction to their behaviors Egocentric Reasoning Interested Orientation and to determine right (I should get my own way) Individualism (As children, grow older, they behaviors from wrong. Infants havent developed Kohlbergs stage 1: begin to see that there is not just one right view. Different internal controls. Punishment and Obedience individuals have different (Children see rules as fixed viewpoints and they begin and absolute and must be to think about themselves.) obeyed to avoid punishment.) Eisenbergs stereotyped Eisenbergs needs- reasoning: (childs orientation reasoning: perceptions of what will (child is motivated by what gain him approval from the she sees her needs as people around him.) being.) Eisenbergs self-centered concentrating: (what is the benefit to himself for doing something.)

Kohlbergs stage 3: Social Conformity Orientation or Good Interpersonal Relationships

(By adolescence, most individuals see morality as more than simple deals. There is a sense of what

good boys and girls do and they should live up to social expectations of the family and community. Good behaviors also have good motives and interpersonal feelings as love, empathy, trust, and concern for others.) Kohlbergs stage 4: Law and Order Orientation of Maintaining Social Order (Individuals become more concerned with society as a while when making judgments. The focus is on maintaining law and order

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by obeying laws, respecting authority, and behaviors are focused on maintaining social order.) Eisenbergs empathetic reasoning: (The child recognizes how behaviors affect the people around her and it affects her.)

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Learning and Play Activities

Learning Team B (Tony, Chris, Mona, JoAnna, and Erica) Stages of Development Matrix MTE/506 Version 2 9

Stages

Infancy

Early childhood

Middle childhood

Adolescence

Physical development

Learning Activity Learning Activity 1. Learning to hold a 1. Coloring spoon 2.Cutting with scissors 2.Learning to walk Play Activity Play Activity 1. Playing chase 1.Batting at hanging 2.Riding a tricycle objects in a crib. 2. Putting objects in container and dumping them out. 4-8 months trial and error learning 8-12 months imitation of novel behavior 12-18 months Experimentation -Pretending in play activities -Centration: thinking about the world one variable at a time -Primitive meta cognition abilities

Learning Activity 1. Handwriting 2.Using a hammer Play activity 1.Catch 2.Soccer

Learning Activity 1.Advanced drawing 2.Driving Play Activity 1.Competitive sports 2.Skateboarding

Cognitive development

-Cataloging -Deductive Reasoning Inductive Reasoning -Using a systematic process -Knowing something is to learn about finding facts on the -Ability to develop memory subject strategies -Ability to use rehearsal -Response Inhibition strategies for memory -Executive Processes for memory Board or word games such as Scrabble, Scattergories, crossword puzzles, word scramble, etc. Writing in journals. Creating or learning lyrics for music.

Language development

Imitate babys sounds to encourage repetition. Engourage baby to make vowel like & consonantvowel sounds like ma, da, ba. Identify colors & count items. Introduce animal sounds and read to the child.

Sing simple songs. Role reversal play such as Recite nursery rhymes. playing house or school. Categorizing and naming Singing songs & learning objects. lyrics.

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Social and emotional development

Learning Activity (1) Being held (2) Comforted Play Activity (1) Peek-a-Boo (2) Playing with a favorite toy which is comforting for the child, such as a stuffed toy.

Learning Activity (1) Working with others (2) Lead a group activity Play Activity (1) Tea-Party (2) Super Hero

Learning Activity (1) Homework (2) Being with peers Play Activity (1) Baseball (2) Tag

Learning Activity (1) Rebellion (2) Group activities, where the youth is finding his or her place. Doing things with friends. Play Activity (1) Sports (2) Band

Moral development

Teaching the infant with the Learning Activities: Learning Activities: Learning Activities: understanding of 1.Sharing 1.Caring 1.Character Education prohibitions and 2.Modeling Helpfulness 2.Responsibility 2.Instructional commands, with a form of Play Activities: Play Activities: Experiences that gestures along with 1. Board Games (like 1.Individual Games foster higher order mirroring of the adults Candy land or 2.Outdoor Games thinking skills and gestures (Kagen, 1990). Chutes and ( Hide n Seek and higher levels of Ladders) Tag) moral reasoning. 2.Story time 3.Educational Games (Possibly with moral (Hangman and Ticdilemmas. Tac-Toe) Play Activities: 1.Group Games: Soccer, Basketball, and Football 2.Educational Games: ( Jeopardy (Game Show)

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References Bee, H. & Boyd, D. (2010). The Developing Child. (12th ed.) Boston, MA: Allyn & Bacon. Child Development Institute. (2012). Stages of Social-Emotional Development Erik Erikson. Retrieved from http://childdevelopmentinfo.com/child-development/erickson.shtml Kagen, J. (1990). The Emergence of Morality in Young Children. Chicago, IL: University of Chicago Press. Rowe, V., (1992), Language Development in Adolescence and Beyond, ERIC Clearinghouse Manuscript